Teaching English as Foreign Language

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Browsing Teaching English as Foreign Language by Author "Abate, Haregewoin (PhD)"

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    All lllvesligalioll oflhe Vocabulary Teachillg Techlliques Used by EFL Teachers 10 improve Iheir Siudellis Vocabulary Maslery: HaIVassa Tabor Secolldary alld Preparalory School ill Focus
    (AAU, 2011-05) Kebede, Anteneh; Abate, Haregewoin (PhD)
    The major purpose of this study was to investigate the vocabulary teaching techniques used by the English language teachers of Hawassa secondary and Preparatory school in order to improve their student 's vocabulary mastery. This is because the students ' effective word learning highly depends on the effectiveness of the teachers ' way of teaching. To this end, the researcher adapted the questionnaire from previously conducted studies by making the necesswy modifications and administered it for J 00 randomly selected Grade J 0 students and all of the English teachers of the schoo!. Moreover, the researcher also conducted twenty observation classes of the jive teachers (four classes in each case). In analyzing the data, the researcher used both quantitative and qualitative methods for the closed-ended and open-ended questions respectively. The data gathered through the classroom observation checklist was also analyzed together with the data obtained from the questionnaire. This is because the contents of the tools are similar. The result of the study indicated that the teachers less emphasized the teaching of vocabulary compared to other language skills. They employ few vocabulary teaching techniques repeatedly. In spite of this fact, the teachers believe they leach vocabulary effectively. On the contrwy, the sample students are hardly satisjied with the vocabulary teaching techniques used by the teachers. The researchers' observation result also revealed students receive limited help from their teachers in order to improve their word knowledge. At last, based on the results of the study the researcher recommended the teachers give the proper emphasis for the teaching of vocabulwy by differentiating their instruction to address the diversified needs of the learners. Moreover, they are also recommended to equip the students with independent word learning strategies to promote their independent word learning ability. II 1 I II order to be able to use the language productively, students must know certain amount of vocabulary, not only for communicating orall y, but also written. Learning a language means learning its vocabulary. We use words in communication either in spoken form or written form. We try to send messages, share information and ideas by using the language. In general, no language acquisition is possible without understanding the vocabulary, either in the first or the second language (Kweldju, 2004: 18). The process and the way that we go through in learning and using the target language usually take. hard effort especially in learning a foreign language. This is because a foreign language is different from a mother language. The differences can be in the rules of the sounds system (phonology), the word formation (morphology), the word structures (syntax), the words' meaning (semantic), and the social context (sociolinguistic). These can cause problems in learning a foreign language. ; '. However, teachers of a foreign language should always motivate their students to keep practicing using the language. They should use many methods that can interest their students in using the target language in classroom communication since there are several general principles for successful teaching, which are valid for different methods. Similarly, teachers that are found in the present research setting i.e. Hawassa Tabor Secondary and Preparatory School which is located in Southern Nations, Nationalities and Peoples' Regional State Sidama Zone Hawassa Town are expected to use these effective teclmiques and principles to enable the learners use the English language effectively. According to Wallace (1988), the principles include: aim - what is to be taught, which words, how many, need - target vocabulary should respond students' real needs and interests, - fj'equent exposure and repetition, meaningful presentation, clear and unambiguous denotation or reference should be assured. 2
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    Teachers' and Students' Perception of Task-based Language Teaching Method and its Practice: The Case of Arbaminch College of Teacher Education
    (Addis Ababa University, 2009-06) Bogale, Yeshimebet; Abate, Haregewoin (PhD)
    This study was conducted in Arbaminch College of Teacher Education. The main purpose of this study were to explore college EFL instructors' and learners' perceptions of TBLT and to assess the degree they practice TBLT principles in their classes in the college context. The data were collected through questionnaires (for both Instructors and students), classroom observation and interviews (for both teachers and learners. Students' questionnaire, which has four parts, was designed based on the principle of TBLT and translated in to Amharic for easy understanding of the students. The questionnaire was given to all (12) Instructors of the college and 60 students who were randomly selected from 1st and 2nd year language students. The lesson observation was done on three different instructors with the help of co-observer, and the interview was administered with three instructors and four students (out of the total subjects of the questionnaire). The overall findings of the study showed that the majority of teachers and more than half of learners under the study had high levels of perception about Taskbased Language Teaching theories. However, the study conversely reveals that there is a clear mismatch between what teachers and learners perceive about the Task-based Language Teaching method, and about what they actually practice in EFL classes. Therefore, in order to avoid this mismatch training is necessary for instructors and students. Moreover, the concerned bodies should create suitable conditions, which are essential for the implementation of TBLT in the college.